Improving the effectiveness of embedded behavioral health personnel through situational judgment training

ABSTRACT

Embedding behavioral health (EBH) personnel into operational units has emerged as a major trend within the US military. These positions require skillsets in addition to those needed in a clinic setting. Little or no empirically based training has yet been developed to ensure preparedness to serve in EBH roles. Based on the demonstrated effectiveness of situational judgment tests (SJT) in training for other domains, we developed and evaluated 60 SJT scenarios for use in the US Air Force’s formal EBH training course. SJTs were based on real-world experiences of seasoned EBH professionals, and were used for structured, scenario-based discussions during training as well as a 30-item pre- and posttest to assess learning. Use during training was associated with significantly improved scores in six EBH competencies (ethical decision-making, leadership consultation, balancing professional relationships, unit engagement, triage to correct services, and teaming). In a follow-up survey, students reported scenario-based discussions were very helpful, and reported improved abilities and confidence. This study demonstrates the potential utility of the SJT methodology to prepare mental health professionals to serve in EBH positions. Further development and possible applications are discussed, such as expansion to other training venues, job candidate screening, and assessment for readiness for EBH practice.

KEYWORDS:

• Situational judgment test
• case-based learning
• mental health provider training
• embedded behavioral health

Data Availability Statement

The data that support the findings of this study are available on request from the corresponding author.

Disclaimer

The views expressed are solely those of the authors and do not reflect the official policy or position of the US Air Force, the Department of Defense, or the US Government.

Public Significant Statement

Military mental health professionals increasingly serve outside military clinics, in operational units, where they must assume vastly different roles. Previously little attention has been given to how to train personnel for these new roles. This study demonstrates the potential utility of a rigorous approach to develop and implement scenario-based didactic training for these roles that can be adapted by other services to support safe and effective practices.